Presenter:Theresa Hoffmann, LCPC, NCCPLA Consultant/Former PLA Director at UMUC/ Currently PLA Mentor at Thomas Edison College/ Behavioral Sciences Faculty at UMUC and Psychology Faculty at Carroll County Community College

© 2014 by Theresa Hoffmann

◦ Political goals to educate our workforce efficiently and effectively while keeping costs down and including PLA

◦ “Going Green” and incorporating technology

◦ Competing in the marketplace especially with other schools who can offer more PLA credit options, less tuition and who have more funding

◦ Moving outside the traditional models – “Direct Assessment” moving away from the credit-hour and impact on financial aid

◦ Targeting course/degree offerings to the workforce and employers

◦ Innovations in education to expedite degrees (e.g. course modules and competencies instead of course credits)

◦ Others?

We’re told we have to have PLA, now what? We are course-based so how do we use PLA? Do we need a new

model just for PLA or can we make it fit? How do we move beyond standardized testing for PLA? What do we do with MOOCS, Badges, Modules, Competencies and

how do we weave the into our system…or do we start over? Who is going to monitor PLA? The departments? A central office? How do we connect learning from experience to courses? What is beneficial about using competencies instead of credits to

earn a degree? What do the accrediting agencies expect of us? Are there any Best Practices? Others?

Incorporate new flexible degree options (e.g. accelerated plans using PLA, competency-based modules)

Promote student centered learning with option to design their own degree

Increase access through online delivery systems Provide a mentor for the whole experience Create retention plans that include veteran students to

partner with Encourage students from the start through Orientations to

know their options to earn a degree Provide options with “Direct Assessment” What innovations can you think of?

“A direct assessment program is an instructional program that, in lieu of credit hours or clock hours as a measure of student learning, utilizes direct assessment of student learning, or recognizes the direct assessment of student learning by others. The assessment must be consistent with the accreditation of the institution or program utilizing the results of the assessment.”

Source: U.S. Government Printing Office

Read more: http://www.insidehighered.com/news/2014/02/21/direct-assessment-and-feds-take-competency-based-education#ixzz307fBSrgUInside Higher Ed

Klein-Collins & Baylor (2013)“Meeting Students Where They Are: profiles of students in competency-based degree programs”

Summary: Studied competency based education (CBE) programs across multiple institutions and found they can consist of:

“direct assessment” models – competency-based assessments (e.g. tests, portfolio, problem-solving scenarios, case studies, projects, independent study, apprenticeships, certifications, licenses, MOOCS, Badges)

Flexible delivery formats (online, 24/7, open resources, face-to-face, hybrids, videos) Self-paced, no timelines Guided study, mentors, coaches Peer interactions Employer input in creating competencies Online resources with/without books Assessments when either competency or module completed Can retake competencyhttp://www.americanprogress.org/wp-content/uploads/2013/11/CAEL-student-report-

corrected.pdf

Westminster College (Utah) Southern New Hampshire University Western Governor’s University (Utah & National) De Paul’s School for New Learning University of Maryland University College Excelsior College’s School of Nursing Capella University

Pay for blocks of time every 6 months – flat rate Competencies completed as needed– especially with PLA Project have multiple competencies Transcript it all as coursework Graduate with competencies which they say are course

equivalents Offer Bachelors and Master’s degree that are CBE Human Resources requires 123 competencies with 6 bodies

of knowledge: strategic management, workforce planning, human development, compensation and benefits, employee and labor relations, occupational health, safety, and security

http://www.wgu.edu/why_WGU/competency_based_approach

Degrees totally competency based in Business and Writing areas and Masters in BusAdmin

Based on project model that translates to a Module. (e.g. Business Administration degree has 5 projects and costs $7,152/project or $596/credit hour.

Mentor stays with each student until graduation http://www.westminstercollege.edu/projectbased/i

ndex.cfm?parent=13031&detail=13036

Can be organized into projects or modules that are aligned to courses or credits

Even if other institutions are still using credits, it works for articulation – perhaps course equivalents are easier to transfer?

User-friendly How will competencies work with Financial Aid? What issues do you see with this if any?

Massive Open Online Course http://www.extension.harvard.edu/open-learning-initiative - free Harvard Open

Learning courses http://oyc.yale.edu/ - free Yale Open Learning courses Iversity ( http:// www.iversity.org/ ) Global MOOC free courses offered online

that incorporates videos. Eliademy ( https:// eliademy.com/ ) You can create your own free classroom Prior learning can be gained from any experience whether self-study, training,

etc. The issue is how to apply the learning. Can one create examples of how to use the theory or information and generalize it to another setting.

Can this be incorporated into your PLA program? Check them out and see what you think.

MOOC sites for elite schools – http://www.bdpa-detroit.org/portal/index.php?Itemid=20&catid=29:education&id=57:moocs-top-10-sites-for-free-education-with-elite-universities&option=com_content&view=article

Institutional support Institutional image - concern over it watering down the

degree Who sets the criteria for a course or module? The academic

department or the student? Quality control issues Are the benefits worth it for our institution? Do we have the infrastructure? What are the costs involved? How long will it take to get on board? Others?

What kinds of PLA options are available right now at your institution?

Are there new options you would like to see implemented? Identify some roadblocks to creating more flexible PLA

options for students at your institution. What are some potential solutions to overcoming the

obstacles? Discuss with your group.

Evans, M., Hoffmann, T., Travers, N., Treadwell, A. (2009). Researching Critical Factors Impacting PLA Programs: A Multi-Institutional Study to Identify Best Practices. CAEL Forum and News, September, 2009.

Hoffmann, T., Legrow, M. & Sheckley, B.G. (1999). Making Prior Learning Assessment Pay Its Way: Three Case Studies. M.T. Keeton (Ed.): Efficiency in adult higher education: Case studies. Adelphi, MD: Institute for Research on Adults in Higher Education.

Hoffmann, T., LeMaster, J., & Flickinger, S. (1996). The Effectiveness of the EXCEL Program in Supporting Efficient Learning for Adults. Study of UMUC’s Prior Learning Program linking UMUC’s Best Practices in PLA to Student Retention to their degree. UMUC.

Hoffmann, T., LeMaster, J., & Flickinger, S. (1997). Efficiency of the EXCEL Program In Enhancing Effective Learning.UMUC.

Hoffmann, T., & LeMaster, J. (2002). Are Faculty Really Recognizing College-Level Learning? Research presented at the CAEL Conference in 2002. UMUC.

Hoffmann, T., & LeMaster, J. (1996). What percentage of EXCEL students earn lower and upper level credits? Research presented for Montgomery Community College. UMUC.

Hoffmann, T., & Michel, K. (2009). Survey of Best Practices in Portfolio Evaluation. Summary of Preliminary Results to be presented at CAEL Conference in November, 2009.

Hoffmann & Michel (2010) Recognizing Prior Learning Assessment Best Practices for Evaluators: An Experiential Learning Approach. The Journal of Continuing Higher Education. 50 (2), 113-120.

Hoffmann, T., (2013). Reflecting on the Importance of Reflection and Critical Analysis in Prior Learning Portfolios: Instructional Materials Designed To Enhance and Guide the Portfolio Development and Evaluation Process. The Journal of Continuing Higher Education. (Estimated publication date: June 18 (online) and July 8, 2013 (in print)

Hoffmann, T. (2013). Review of the Types of Portfolio Reflection Sections Used Across Select Institutions. Review taken from Institutions in Hart, D. M., & Hickerson, J. H., (2008). Prior Learning Portfolios: A Representative Collection. Chicago: CAEL and Michelson, E., Mandell, A., & Contributors (2004). Portfolio development and the assessment of prior learning: Perspectives, models and practices. Sterling, Virginia: Stylus.

Klein-Collins, R. (2010). Fueling the Race to Postsecondary Success – 48 Institution Study of Prior Learning Assessment and Adult Student Outcomes. (CAEL).

Klein-Collins, R. (2011). Underserved Students Who Earn Credit Through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. CAEL, April 2011.

LeGrow, M., Sheckley, B., & Kehrhahn, M. (2000, fall). Comparison of Problem-Solving Performance Between Adults Receiving Credit via Assessment of Prior Learning and Adults Completing Classroom Courses. The Journal of Continuing Higher Education. 50 (3), 2-13.

◦ Colvin, J. (2006) Earn College Credit for What You Know, 4th ed. Chicago: CAEL.

◦ Fiddler, M., Marienau, C., Whittaker, U. (2006). Assessing Learning: Standards, Principles and Procedures. 2nd Edition. Chicago: CAEL.

◦ Hart, D. & Hickerson, J. (2009) Prior Learning Portfolios: A Representative Collection. Chicago: CAEL.

◦ Hoffmann, T. (2006). Defining college-level learning: A manual for coaching prior learning assessment students through the process of assessing life experiences to identify college-level credit. Burtonsville, MD: PLA Consulting.

◦ Hoffmann, T. (2009). Evaluating prior learning: A hands-on manual that guides the evaluator through the prior learning assessment process. Burtonsville, MD: PLA Consulting.

◦ Hoffmann & Michel (2010). Recognizing prior learning assessment best practices for evaluators: An experiential learning approach. The Journal of Continuing Higher Education,58 (2), 113-120.

◦ Hoffmann, T. (2012). Defining college-level learning prior learning assessment student workbook: A step-by-step guide for articulating knowledge derived from life experiences. (2nd ed). Burtonsville, MD: PLA Consulting.

◦ Hoffmann, T. (2012) “Defining College-Level Learning: Prior Learning Assessment Student Workbook. A Step-by-Step Guide for Articulating Knowledge Derived from Life Experiences.” 2nd

Edition. Burtonsville, Maryland. PLA Consulting.

◦ Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

◦ Michelson, E., Mandell, A., & contributors (2004). Portfolio Development and the Assessment of Prior Learning: Perspectives, Models and Practices. Sterling, Virginia: Stylus.

◦ Michelson, E., Mandell, A., & Contributors (2004). Portfolio development and the assessment of prior learning: Perspectives, models and practices. Sterling, Virginia: Stylus.

◦ Sheckley, B., & Keeton, M.T. (1997). Improving employee development: Perspectives from research and practice. Chicago: Council for Adult and Experiential Learning.

Please contact me if you have any questions.

Phone: 301-890-8434Website (Instructional Materials): PLAConsulting.com Email: placonsulting1@gmail.com

Presenter: Theresa Hoffmann, LCPC, NCCPLA Consultant/Former PLA Director at UMUC/ Currently PLA Mentor atThomas Edison College/ Behavioral Sciences Faculty at UMUC and PsychologyFaculty at Carroll County Community College